-
1
-
-
4544272533
-
Does training of self-regulated learning facilitate student's learning with hypermedia?
-
Azevedo R. & Cromley J.G. (2004) Does training of self-regulated learning facilitate student's learning with hypermedia? Journal of Educational Psychology 96, 523-535.
-
(2004)
Journal of Educational Psychology
, vol.96
, pp. 523-535
-
-
Azevedo, R.1
Cromley, J.G.2
-
3
-
-
0001342991
-
Design issues for learning environments
-
eds S. Vosniadou, E.D. Corte, R. Glaser & H. Mandle, Mahwah, NJ, Lawrence Erlbaum Associate Inc.
-
Collins A. (1996) Design issues for learning environments. In International Perspectives on the Design of Technology-Supported Learning Environments (eds S. Vosniadou, E.D. Corte, R. Glaser & H. Mandle), pp. 347-362. Mahwah, NJ, Lawrence Erlbaum Associate Inc.
-
(1996)
International Perspectives on the Design of Technology-supported Learning Environments
, pp. 347-362
-
-
Collins, A.1
-
4
-
-
3943113129
-
CoNoteS2: A software tool for promoting self-regulation
-
Hadwin A. & Winne P. (2001) CoNoteS2: a software tool for promoting self-regulation. Educational Research and Evaluation 7, 313-334.
-
(2001)
Educational Research and Evaluation
, vol.7
, pp. 313-334
-
-
Hadwin, A.1
Winne, P.2
-
5
-
-
0347748117
-
The design of hypermedia tools for learning: Fostering conceptual change and transfer of complex scientific knowledge
-
Jacobson M. & Archodidou A. (2000) The design of hypermedia tools for learning: fostering conceptual change and transfer of complex scientific knowledge. Journal of the Learning Sciences 9, 149-199.
-
(2000)
Journal of the Learning Sciences
, vol.9
, pp. 149-199
-
-
Jacobson, M.1
Archodidou, A.2
-
7
-
-
0041364614
-
Enhancing mathematical reasoning in the classroom: Effects of cooperative learning and metacognitive training
-
Kramarski B. & Mevarech Z.R. (2003) Enhancing mathematical reasoning in the classroom: effects of cooperative learning and metacognitive training. American Educational Research Journal 40, 281-310.
-
(2003)
American Educational Research Journal
, vol.40
, pp. 281-310
-
-
Kramarski, B.1
Mevarech, Z.R.2
-
8
-
-
0037796934
-
The effects of multilevel versus unilevel-metacognitive training on mathematical reasoning
-
Kramarski B., Mevarech Z.R. & Liberman A. (2001) The effects of multilevel versus unilevel-metacognitive training on mathematical reasoning. Journal for Educational Research 94, 292-300.
-
(2001)
Journal for Educational Research
, vol.94
, pp. 292-300
-
-
Kramarski, B.1
Mevarech, Z.R.2
Liberman, A.3
-
9
-
-
0345706880
-
The effects of metacognitive training on solving mathematical authentic tasks
-
Kramarski B., Mevarech Z.R. & Arami M. (2002) The effects of metacognitive training on solving mathematical authentic tasks. Educational Studies in Mathematics 49, 225-250.
-
(2002)
Educational Studies in Mathematics
, vol.49
, pp. 225-250
-
-
Kramarski, B.1
Mevarech, Z.R.2
Arami, M.3
-
10
-
-
85077949690
-
Online discussion and self-regulated learning: Effects of four instructional methods on mathematical literacy
-
in press
-
Kramarski B. & Mizrachi N. (in press) Online discussion and self-regulated learning: effects of four instructional methods on mathematical literacy. Journal of Educational Research.
-
Journal of Educational Research
-
-
Kramarski, B.1
Mizrachi, N.2
-
11
-
-
84970156708
-
Functions, graphs, and graphing: Tasks, learning, and teaching
-
Leinhardt G., Zaslavsky O. & Stein M.K. (1990) Functions, graphs, and graphing: tasks, learning, and teaching. Review of Educational Research 60, 1-64.
-
(1990)
Review of Educational Research
, vol.60
, pp. 1-64
-
-
Leinhardt, G.1
Zaslavsky, O.2
Stein, M.K.3
-
12
-
-
0006321460
-
Enhancing learning and problem solving skills: Orienting and self-judging, two powerful and training learning tools
-
Masui C. & De Corte E. (1999) Enhancing learning and problem solving skills: orienting and self-judging, two powerful and training learning tools. Learning and Instruction 9, 517-542.
-
(1999)
Learning and Instruction
, vol.9
, pp. 517-542
-
-
Masui, C.1
De Corte, E.2
-
13
-
-
0031487901
-
IMPROVE: A multidimensional method for teaching mathematics in heterogeneous classrooms
-
Mevarech Z.R. & Kramarski B. (1997) IMPROVE: a multidimensional method for teaching mathematics in heterogeneous classrooms. American Educational Research Journal 34, 365-394.
-
(1997)
American Educational Research Journal
, vol.34
, pp. 365-394
-
-
Mevarech, Z.R.1
Kramarski, B.2
-
14
-
-
0011001732
-
Cognitive and metacognitive characteristics of eighth-grade students' mathematical problem solving
-
Montague M. & Bos C.S. (1990) Cognitive and metacognitive characteristics of eighth-grade students' mathematical problem solving. Learning and Individual Differences 2, 371-388.
-
(1990)
Learning and Individual Differences
, vol.2
, pp. 371-388
-
-
Montague, M.1
Bos, C.S.2
-
16
-
-
4043167073
-
A scaffolding design framework for software to support science inquiry
-
Quintana C., Reiser B.J., Davis E.A., Krajcik J., Fretz E., Duncan R.G., Kyza E., Edelson D. & Soloway E. (2004) A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences 13, 337-386.
-
(2004)
The Journal of the Learning Sciences
, vol.13
, pp. 337-386
-
-
Quintana, C.1
Reiser, B.J.2
Davis, E.A.3
Krajcik, J.4
Fretz, E.5
Duncan, R.G.6
Kyza, E.7
Edelson, D.8
Soloway, E.9
-
17
-
-
84963428932
-
Reciprocal teaching of comprehension fostering and monitoring activities
-
Palincsar A. & Brown A. (1984) Reciprocal teaching of comprehension fostering and monitoring activities. Cognition and Instruction 1, 117-175.
-
(1984)
Cognition and Instruction
, vol.1
, pp. 117-175
-
-
Palincsar, A.1
Brown, A.2
-
18
-
-
0002720721
-
Motivational and selfregulated learning components of classroom academic performance
-
Pintrich P.R. & De Groot E.V. (1990) Motivational and selfregulated learning components of classroom academic performance. Journal of Educational Psychology 82, 33-40.
-
(1990)
Journal of Educational Psychology
, vol.82
, pp. 33-40
-
-
Pintrich, P.R.1
De Groot, E.V.2
-
19
-
-
0002045171
-
The relevance of the good strategy user model to the teaching of mathematics
-
Pressley M. (1986) The relevance of the good strategy user model to the teaching of mathematics. Educational Psychologist 21, 139-161.
-
(1986)
Educational Psychologist
, vol.21
, pp. 139-161
-
-
Pressley, M.1
-
21
-
-
15944396939
-
Tools for scaffolding students in a complex learning environment: What have we gained and what have we missed?
-
Puntambekar S. & Hubscher R. (2005) Tools for scaffolding students in a complex learning environment: what have we gained and what have we missed? Educational Psychologist 40, 1-12.
-
(2005)
Educational Psychologist
, vol.40
, pp. 1-12
-
-
Puntambekar, S.1
Hubscher, R.2
-
22
-
-
0002777117
-
Thinking and learning in a social context
-
ed. J. Lave, Harvard University Press, Cambridge, MA
-
Rogoff B. (1999) Thinking and learning in a social context. In Everyday Cognition: Development in Social Context (ed. J. Lave), pp. 1-8. Harvard University Press, Cambridge, MA.
-
(1999)
Everyday Cognition: Development in Social Context
, pp. 1-8
-
-
Rogoff, B.1
-
23
-
-
0002242225
-
Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics
-
ed D.A. Grouws, MacMillan, New York
-
Schoenfeld A.H. (1992) Learning to think mathematically: problem solving, metacognition, and sense making in mathematics. In Handbook of Research On Mathematics Teaching and Learning (ed D.A. Grouws), pp. 165-197. MacMillan, New York.
-
(1992)
Handbook of Research on Mathematics Teaching and Learning
, pp. 165-197
-
-
Schoenfeld, A.H.1
-
24
-
-
33645126919
-
The assessment of metacognitive skills: What can be learned from multi-method designs?
-
eds B. Moschner & C. Artelt, Waxmann, Berlin
-
Veenman M.V.J. (2005) The assessment of metacognitive skills: what can be learned from multi-method designs? In Lernstrategien und Metakognition: Implikationen für Forschung und Praxis (eds B. Moschner & C. Artelt), pp. 75-97, Waxmann, Berlin.
-
(2005)
Lernstrategien und Metakognition: Implikationen für Forschung und Praxis
, pp. 75-97
-
-
Veenman, M.V.J.1
-
25
-
-
0032378307
-
Academic studying and the development of personal skill: A self-regulatory perspective
-
Zimmerman B.J. (1998) Academic studying and the development of personal skill: a self-regulatory perspective. Educational Psychologist 33, 73-86.
-
(1998)
Educational Psychologist
, vol.33
, pp. 73-86
-
-
Zimmerman, B.J.1
-
26
-
-
0002204168
-
Student differences in self-regulated learning: Related grade, sex, and giftedness to self-efficacy and strategy use
-
Zimmerman B.J. & Martinez-Pons M. (1990) Student differences in self-regulated learning: related grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology 82, 51-59.
-
(1990)
Journal of Educational Psychology
, vol.82
, pp. 51-59
-
-
Zimmerman, B.J.1
Martinez-Pons, M.2
-
27
-
-
1542468895
-
Reflections on theories of self-regulated learning and academic achievement
-
eds B. Zimmerman & D. Schunk, Erlbaum, Mahwah, NJ
-
Zimmerman B. & Schunk D. (2001) Reflections on theories of self-regulated learning and academic achievement. In Self-regulated learning and academic achievement: Theoretical perspectives, 2nd edition (eds B. Zimmerman & D. Schunk), pp. 289-307. Erlbaum, Mahwah, NJ.
-
(2001)
Self-regulated Learning and Academic Achievement: Theoretical Perspectives, 2nd Edition
, pp. 289-307
-
-
Zimmerman, B.1
Schunk, D.2
|